Critique Time...oh no...I have to talk? Essential Questions
How does one talk about art intelligently? What words should I be using? How can I recognize themes? Ideas? What are the elements of art and principles of design that I can recognize immediately? In what ways am I able to recognize one element and hope that will give me a clue to the overall concept/big idea of the work? Am I willing to accept the challenge of figuring out the meaning of the work and if not, why? Once comprehending the meaning of the artwork, how can I connect the work to my own life? To other’s lives? What are some ways I can explain the meaning of work to others while connecting it to what I already know? How can I approach, decipher, interpret and understand a work of art?
How can I describe, analyze, interpret and evaluate a work of art?
What skills are needed to appreciate a work of art?
A Unit of Study
Connect and Transfer. Students will be able to understand and articulate through words and in writing artwork that is 1) created by them and 2) not created by them. This unit of study is a semester long and involves a series of activities that occurs after each project with a final critique at the end of the semester.
Lesson One: students will write in their workbook and answer the following questions about the work of the “Wanderer Above the Fog” by Casper David Friedrich. After writing they will sit in groups at tables and discuss these questions:
What medium did the artist use?
Describe what you see?
What is the area of focus?
What colors are being used? Is there a common theme with the color?
Think about balance. Is there balance to this piece and describe how you see it.
Think about the artist’s use of compositional elements—how did the artist arrange his subject matter within the picture format?
What mood is the piece expressing?
What is the overall concept/big idea/meaning to this piece?
How can you connect to this idea? How would others connect to this idea?
After discussing the work with each other, the teacher will ask one group to discuss with the class what they observed. While group is talking, teacher should be writing vocabulary words on the board that students are either saying or referencing. Once group has finished, review with the class ways of incorporating vocabulary terms such as value, composition, balance, rhythm, mood, etc. Model for them how to discuss the work referencing and explaining the art elements and principles of design within the work. Give them actual examples of how to figure out a meaning of a work based on observation and clues. After the lesson, have students write a reflection in their sketchbook regarding what they learned, what areas they can improve, and how their observation from the first time is different then what they just discovered.
Lesson Two: Have students sit in groups of 3-4 with their own art (after a project) and discuss their own art with the group. Encourage members of the group to write down their questions to discuss after the artists has finished. Have the artist reference the following questions using art elements and principles of design:
Reflect on the techniques used and formal methods.
Explain on these techniques connect to the concepts and ideas of the visual image.
Discuss ways of experimentation (reference your sketchbook), and well informed resolutions of concepts and ideas.
Mention artists as well as a connection to art history used for inspiration and how this lead to imaginative and creative ideas.
Lesson Three: Have students sit in groups of 3-4 with their own art (for another project). This time, explain that the purpose of this critique is to gain practice discussing work that one has not made and see if they can figure out the meaning. Guiding questions that the speakers should answer as clues mentioning art elements and principles of design as ways to find meaning:
What medium did the artist use?
Describe what you see?
What is the area of focus?
What colors are being used? Is there a common theme with the color?
Think about balance. Is there balance to this piece and describe how you see it.
Think about the artist’s use of compositional elements—how did the artist arrange his subject matter within the picture format?
What mood is the piece expressing?
What is the overall concept/big idea/meaning to this piece?
How can you connect to this idea? How would others connect to this idea?
After each person gets done discussing a piece of work they did not make, have the artist then discuss with the group the overall meaning and purpose referencing the following questions and answer any clarifying questions that the previous speaker may have had using art elements and principles of design to develop clarity:
Reflect on the techniques used and formal methods.
Explain on these techniques connect to the concepts and ideas of the visual image.
Discuss ways of experimentation (reference your sketchbook), and well informed resolutions of concepts and ideas.
Mention artists as well as a connection to art history used for inspiration and how this lead to imaginative and creative ideas.
Afterwards, bring the groups back together as a class and discuss with them the following questions using this as a teaching opportunity:
Process: How did it feel to discuss artwork with others?
What are some key words to use when discussing work?
What are some clues that you can find in the work to discuss and articulate work?
How can you connect the meaning of the work to your own lives? Lives of others?
In what ways have you improved in your ability to discuss the work of others?
When someone described your work, how did it make you feel? Did it show you other perspectives on your idea?
To finish up with lesson three, have students write in their sketchbooks a reflection on what they learned from this lesson, what they discovered about their work that they didn’t realize based on comments by peers, ways they connected to others work, own areas of insecurity, and areas of strength. Lesson Four: Repeat the activities of lesson two. Lesson Five: Final review and critique of entire semester. This should involve a group critique at the final art show. Have students critique the work of their peers referring to the following questions as clues mentioning art elements and principles of design as ways to find meaning:
What medium did the artist use?
Describe what you see?
What is the area of focus?
What colors are being used? Is there a common theme with the color?
Think about balance. Is there balance to this piece and describe how you see it.
Think about the artist’s use of compositional elements—how did the artist arrange his subject matter within the picture format?
What mood is the piece expressing?
What is the overall concept/big idea/meaning to this piece?
How can you connect to this idea? How would others connect to this idea?
Then have the artist speak about their work using art elements and principles of design to develop clarity, referencing the successes of the previous speaker and answer any clarifying questions about the work.
Last reflection: have students write in their sketchbooks what they learned from these lessons, what they discovered about their work that they didn’t realize based on comments by peers, ways they connected to others work, own areas of insecurity, and areas of strength.
Essential Questions
How does one talk about art intelligently? What words should I be using? How can I recognize themes? Ideas? What are the elements of art and principles of design that I can recognize immediately? In what ways am I able to recognize one element and hope that will give me a clue to the overall concept/big idea of the work? Am I willing to accept the challenge of figuring out the meaning of the work and if not, why? Once comprehending the meaning of the artwork, how can I connect the work to my own life? To other’s lives? What are some ways I can explain the meaning of work to others while connecting it to what I already know? How can I approach, decipher, interpret and understand a work of art?
How can I describe, analyze, interpret and evaluate a work of art?
What skills are needed to appreciate a work of art?
A Unit of Study
Connect and Transfer. Students will be able to understand and articulate through words and in writing artwork that is 1) created by them and 2) not created by them. This unit of study is a semester long and involves a series of activities that occurs after each project with a final critique at the end of the semester.
Lesson One: students will write in their workbook and answer the following questions about the work of the “Wanderer Above the Fog” by Casper David Friedrich. After writing they will sit in groups at tables and discuss these questions:
After discussing the work with each other, the teacher will ask one group to discuss with the class what they observed. While group is talking, teacher should be writing vocabulary words on the board that students are either saying or referencing. Once group has finished, review with the class ways of incorporating vocabulary terms such as value, composition, balance, rhythm, mood, etc. Model for them how to discuss the work referencing and explaining the art elements and principles of design within the work. Give them actual examples of how to figure out a meaning of a work based on observation and clues. After the lesson, have students write a reflection in their sketchbook regarding what they learned, what areas they can improve, and how their observation from the first time is different then what they just discovered.
Lesson Two: Have students sit in groups of 3-4 with their own art (after a project) and discuss their own art with the group. Encourage members of the group to write down their questions to discuss after the artists has finished. Have the artist reference the following questions using art elements and principles of design:
Lesson Three: Have students sit in groups of 3-4 with their own art (for another project). This time, explain that the purpose of this critique is to gain practice discussing work that one has not made and see if they can figure out the meaning. Guiding questions that the speakers should answer as clues mentioning art elements and principles of design as ways to find meaning:
After each person gets done discussing a piece of work they did not make, have the artist then discuss with the group the overall meaning and purpose referencing the following questions and answer any clarifying questions that the previous speaker may have had using art elements and principles of design to develop clarity:
To finish up with lesson three, have students write in their sketchbooks a reflection on what they learned from this lesson, what they discovered about their work that they didn’t realize based on comments by peers, ways they connected to others work, own areas of insecurity, and areas of strength.
Lesson Four: Repeat the activities of lesson two.
Lesson Five: Final review and critique of entire semester. This should involve a group critique at the final art show. Have students critique the work of their peers referring to the following questions as clues mentioning art elements and principles of design as ways to find meaning:
Then have the artist speak about their work using art elements and principles of design to develop clarity, referencing the successes of the previous speaker and answer any clarifying questions about the work.
Last reflection: have students write in their sketchbooks what they learned from these lessons, what they discovered about their work that they didn’t realize based on comments by peers, ways they connected to others work, own areas of insecurity, and areas of strength.